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Union: Jurnal Ilmiah Pendidikan Matematika
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 2339224X     EISSN : 25793209     DOI : https://doi.org/10.30738/union
Core Subject : Education,
Education Mathematics
Union: Jurnal Ilmiah Pendidikan Matematika is a peer-reviewed open access journal published three times in a year (March, July, and November). Union: Jurnal Ilmiah Pendidikan Matematika provides a forum for lecturers, academicians, researchers, practitioners, and students to deliver and share knowledge in the form of empirical and theoretical research articles. The scope of Union is Mathematics Education which includes, but is not limited to the following topics: Mathematics Ability, Mathematics Learning Model, Mathematics Learning Media, Curriculum Development, Assessment and Evaluation, Didactical Design Research (DDR), Realistic Mathematics Education (RME), Ethnomathematics, Research and Development (RnD), PISA Task.
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Articles 670 Documents
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Analysis of mathematical problem-solving processes of Islamic religious education students on zakat material with low numeracy literacy Chintia Putri Wulandari; Lovi Leoni; Elya Yudiasfira; Shahzadi Hina Sain
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.21665

Abstract

This study examines the mathematical problem-solving processes of Islamic Religious Education (IRE) students in solving zakat-related problems from the perspective of low numeracy literacy. Numeracy literacy is essential because it enables students to interpret quantitative information and apply mathematical reasoning in religious contexts such as zakat, which requires both conceptual understanding and accurate calculation. However, many IRE students experience difficulties in solving zakat problems, particularly at low levels of numeracy literacy. This research employed a descriptive qualitative design involving 29 IRE students, one of whom, a student with low numeracy literacy, was selected for in-depth analysis. Data were collected through written tests, observations, and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing, with triangulation applied across the data sources. The findings reveal that students with low numeracy literacy tend to approach problems mechanically by directly applying the 2.5% zakat rule without adequately understanding the context, interpreting data, or constructing appropriate mathematical models. Their problem-solving processes show weaknesses across all stages, including limited planning, inaccurate modeling, and a lack of evaluation and reflection. These results indicate that low numeracy literacy affects not only the accuracy of solutions but also the overall thinking process. Therefore, integrating mathematical modeling, structured problem-solving stages, and reflective evaluation in zakat instruction is essential for fostering meaningful and contextual learning. This study contributes a process-oriented account of how low numeracy literacy constrains contextual interpretation, mathematical modeling, and reflective evaluation in zakat problem solving, thereby providing an empirical basis for integrating numeracy development into religious education.
Mathema’s tics in the cultural manifestation of Zambiapunga: A Systematic Literature Review José Lucas Matias de Eça; Zulma Elizabete de Freitas Madruga
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22624

Abstract

The expression “mathema’s tics”, coined by Ubiratan D’Ambrosio, designates the etymological root of Ethnomathematics (ethno + mathema + tics), which means the set of techniques, arts, methods and ways of proceeding (tics) mobilized by a given social group (ethno) in the interpretation, understanding, explanation and management of its reality (mathema). Considering this concept, the present study aims to analyze how the mathematical practices present in the diverse repertoire of knowledge and practices originating from the Zambiapunga cultural manifestation have been discussed in literature. To this end, a systematic literature review was conducted on the cultural expression of Zambiapunga to establish a scientific epistemology, of a mathematical nature, based on the ancient knowledge and practices of Bakongo people produced and practiced within this ancestral tradition. To obtain the data, the main platforms in the educational context were used, both nationally and internationally, and analyzed using a qualitative approach. The review process returned 21 sources, which form the broader corpus of data. However, only four of these sources specifically address mathematical practices; therefore, they alone make up the corpus of analysis in this study. Findings show that Zambiapunga constitutes a fertile cultural field of mathematizations, which is expressed in the knowledge and practices of members of this centuries-old tradition and reveals formative potential emerging from its cultural dynamics. Furthermore, the analysis points to a low number of studies focusing on the mathematical knowledge and practices present in Zambiapunga. After all, this centuries-old tradition possesses a vast repertoire that can be mathematized, with the aim of contributing to the teaching and learning process of mathematics.
Development of PolyQuest educational game using Construct 3 to stimulate students' learning interest in polynomials Ahmad Faizun; Elsa Komala; Sarah Inayah; Md. Fajlay Rabbi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22901

Abstract

Interest in learning mathematics is an important factor influencing students' success in understanding mathematical concepts. In the digital era, technological advancements provide opportunities to create interactive and engaging learning experiences through digital media. This study aimed to develop the PolyQuest Educational Game using Construct 3 as a digital learning medium to stimulate students' interest in learning polynomial concepts. The study employed the Research and Development method with the ADDIE model, comprising the Analyze, Design, Develop, Implement, and Evaluate stages. The product was evaluated through expert validation and a preliminary small-scale classroom trial involving two mathematics teachers and eight eleventh-grade students from a senior high school in Cianjur, who were selected through purposive sampling. Data were collected using expert validation sheets, practicality questionnaires, and a students' learning-interest questionnaire, and were analyzed descriptively using a five-point Likert scale. PolyQuest obtained a mean validity score of 91%, derived from material validation (90%) and media validation (92%), a practicality score of 96%, and a mean learning-interest score of 93%, all of which fall into the highest category of the assessment criteria. These findings indicate that PolyQuest is a valid and practical learning medium with the potential to foster students' interest in learning mathematics, although its effectiveness still requires confirmation through larger-scale field testing. This study contributes a Construct 3-based platformer game that embeds polynomial problem-solving, progressive levels, and immediate feedback within a single learning environment, thereby offering teachers a ready-to-use medium and developers a design reference for senior high school mathematics.
Development of context-based interactive PowerPoint media to enhance junior high school students’ mathematical problem-solving skills Seli Razna Helia; Ana Setiani; Pujia Siti Balkist; Dadan Rahmat
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.23025

Abstract

This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.
Ethnomathematics studies of Dayak communities in West Kalimantan: A scoping review of regions, sub-ethnic representation, and mathematical domains Rino Sinus Pandanu; Iis Krisdiyanti; Soraim I. Hadjinor
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22643

Abstract

This study aims to map the geographical distribution, sub-ethnic representation, and mathematical domains of ethnomathematics research on Dayak communities in West Kalimantan. A scoping review approach was employed, following the framework proposed by Arksey and O’Malley (2005), with Google Scholar serving as the data source. After a screening process based on predefined relevance criteria, 24 publications were selected and analyzed in terms of geographical location, Dayak sub-ethnic groups, and mathematical domains. The findings show that research is concentrated in Kapuas Hulu and Sintang Regencies, while regions such as Sambas, North Kayong, Kubu Raya, and Pontianak remain underrepresented. Sixteen Dayak sub-ethnic groups were identified, although studies are dominated by the Dayak Kanayat’n and Dayak Desa communities. Geometry and arithmetic were the most frequently explored mathematical domains. Taken together, these findings indicate both geographical and conceptual gaps in the existing literature. Future research should expand coverage to underrepresented regions and broader mathematical domains to strengthen culturally responsive mathematics education. This review contributes by foregrounding sub-ethnic specificity as an analytical category and providing an evidence-based map to guide more inclusive ethnomathematics research and culturally responsive curriculum development in multi-ethnic contexts.
Developing 'Pizza for Circles' media: A preliminary study on enhancing seventh-grade students' conceptual understanding Thevando Inteng Sukendro; Putri Fitria Hermalina; Karunia Karunia; M Aziz Alhakim R; Meryansumayeka Meryansumayeka; Zulkardi Zulkardi; Budi Mulyono; Hapizah Hapizah; Elsa Susanti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22649

Abstract

This study aimed to develop a mathematics learning tool called “Pizza for Circles” to help students better understand the concept of circles. Students often memorize formulas without grasping the underlying concepts, particularly the area and circumference of a circle, which is the problem this study addresses. A research and development method was used to create manipulative and visual media supported by a website as a learning aid. This media presents a circle as a pizza divided into eight slices, illustrating the relationships among its components. A one-group pretest–posttest design was applied to a small group of three seventh-grade students. The media was validated by two experts, achieving 98.75% for material content and 86.4% for media design, both of which fall in the highly valid category. A small-group trial with the same three students showed a descriptive increase in the mean score from 2.0 to 5.83 out of 10 after a single-session intervention, corresponding to a normalised gain of 0.48 (medium category). Because the sample was very small, the results were not tested inferentially; nevertheless, they indicated an improvement in students’ understanding, as evidenced by higher post-test scores than pre-test scores. These results suggest that the “Pizza for Circles” media can aid in the initial understanding of circle concepts through a visual and manipulative approach. Further research with a larger sample and a longer learning period is nevertheless required before any claim of effectiveness can be made.
Relationships and differences in learning outcomes based on self-esteem and learning motivation among eleventh-grade students Ramaniza Adinda Maharani; Bill Chairy Rizki Bustaren; Cici Utami Salamah; Irene Feby Putri; Natasha Dwi Fitria; Mohd Afifi Bahurudin Setambah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22908

Abstract

This ex post facto quantitative study examined the relationships of self-esteem and learning motivation with students’ mathematics achievement and compared these variables across classes. The sample included all eleventh-grade students from three classes (N = 87) at a private senior high school in Bandung, Indonesia. Data were collected via adapted questionnaires based on Rosenberg’s global self-esteem theory and Uno’s learning motivation theory (content validity confirmed through expert review, with Cronbach’s alpha coefficients of  = .850 and .628, respectively), while achievement was represented by students’ midterm examination and daily test scores. Spearman’s rho analysis conducted in Google Colab revealed significant but weak positive correlations between achievement and both self-esteem ( = .280, p = .009) and motivation ( = .377, p < .001). The weak coefficients indicate that these affective variables explain only a small share of the variation in achievement. Furthermore, the Kruskal-Wallis test showed significant differences across classes; Class XI.4 consistently exhibited the lowest academic and affective scores. Theoretically, the findings therefore offer only limited confirmation of the assumed link between affective characteristics and mathematics achievement. Practically, teachers should consider classroom-level psychological profiles when designing adaptive, differentiated mathematics instruction. This study contributes by demonstrating that class-level affective profiling can reveal meaningful psychological heterogeneity that may be obscured by cohort-level analysis, thereby providing a more context-sensitive basis for differentiated mathematics instruction.
The effectiveness of the contextual teaching and learning model on mathematical literacy skills in terms of learning motivation Fauziah Rahmah; Fadhilah Rahmahwati; Rifki Hamdani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22911

Abstract

Mathematical literacy is an essential competency that enables students to apply mathematical knowledge to solve real-world problems. However, students' mathematical literacy achievement remains relatively low, indicating the need for more effective instructional approaches. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model on students' mathematical literacy across different levels of learning motivation in trigonometry. A quantitative approach was adopted, using a quasi-experimental, nonequivalent posttest-only control group design. An initial mathematical ability test was administered solely to examine baseline equivalence between the groups before the intervention. The participants were 47 eleventh-grade students of SMA Mutual Magelang, consisting of an experimental class taught using the CTL model and a control class taught through direct instruction over four 90-minute instructional meetings. Data were collected using a mathematical literacy test and a learning motivation questionnaire and were analyzed using a two-way ANOVA with unequal cell frequencies. The results revealed significant effects of the learning model (F = 4.762,p < 0.05) and learning motivation (F = 26.217,p < 0.05) on students' mathematical literacy. However, no statistically significant interaction effect was found between the learning model and learning motivation (F = 0.061,p > 0.05). Students taught using the CTL model achieved higher mathematical literacy scores than those taught through direct instruction. These findings suggest that the CTL model is effective in improving students' mathematical literacy and that learning motivation is associated with differences in mathematical literacy achievement under the conditions of the present study.
Bridging Wayang Golek and geometric transformations: Developing and validating a PowToon-based animated video with potential contribution to SDG 4 Rani Sugiarni; Lutfia Ariyanti; Ahmad Faizun; Camilo Andrés Rodríguez-Nieto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22993

Abstract

Geometric transformations are difficult for students to understand because the topic is abstract and requires strong visual-spatial ability, while the limited availability of engaging learning media may reinforce misconceptions and hinder meaningful conceptual understanding. This study aimed to develop a Powtoon-based animated video integrating an ethnomathematical approach based on Wayang Golek, a traditional Sundanese puppet art, for teaching geometric transformations to junior secondary school students, and to examine its validity and practicality. A Research and Development (R&D) design was employed using the 4D model, limited to the Define, Design, and Develop stages. The participants were one mathematics education lecturer, one mathematics teacher, and three Grade IX students from a junior secondary school in Cianjur Regency, Indonesia. Data were collected through validation sheets completed by the two experts and a student response questionnaire, and were analysed using the Guttman scale. The validation results indicated that the media was very valid, with an average score of 95.71%, while the student responses indicated that it was very practical, with a score of 98%. These findings provide preliminary evidence that the developed video is valid and practical as a culturally contextualised learning medium for geometric transformations, although its effectiveness in improving learning outcomes was not evaluated. The media therefore offers potential support for quality, inclusive, and culturally relevant mathematics learning, consistent with Sustainable Development Goal 4 (SDG 4). This study contributes to mathematics education by demonstrating how local cultural artefacts can be systematically translated into validated digital representations of geometric transformations, thereby providing a practical model for integrating ethnomathematics, animation technology, and culturally relevant learning.
Exploring adversity quotient as determinant of mathematical creative thinking in problem solving Saiful Saiful; Moh. Atikurrahman; Zakaria Ndemo
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22928

Abstract

This study aims to explore how different Adversity Quotient (AQ) typologies are reflected in students' mathematical creative thinking processes during mathematical problem solving. It employed a descriptive case study design involving 23 third-semester students of the Faculty of Tarbiyah, Ibrahimy University. Data were collected through an Adversity Response Profile (ARP) questionnaire, a creative thinking test instrument, in-depth interviews, and documentation. Data were analysed through data reduction, data display, and inductive conclusion drawing. The results showed that the students' AQ profiles consisted of quitters (26%), campers (61%), and climbers (13%). Correspondingly, their creative thinking achievement varied across high (35%), medium (48%), and low (17%) levels. In-depth analysis revealed that AQ typology was closely associated with distinct characteristics of creativity: quitter students were dominant in the fluency criterion but limited in their problem-solving procedures; camper students were able to satisfy the flexibility criterion by fulfilling all problem-solving indicators, albeit in less detail; and climber students demonstrated high determination in the originality criterion, with the ability to complete all problem-solving indicators comprehensively and in detail. These findings suggest that strengthening psychological aspects, such as persistence, is crucial for optimising students' creative cognitive performance. The study contributes a framework integrating AQ typology, creative thinking indicators, and Polya's problem-solving stages; practically, it informs the design of tasks that build conceptual mastery and academic resilience together.

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